coláiste chraobh abhann transition year...

Coláiste Chraobh Abhann Transition Year Programme

COURSE TITLE : APPLIED CHEMISTRY DURATION : HALF YEAR MODULE AIMS

1. To build on students’ understanding of and interest in Chemistry. 2. To develop experimental and investigative skills. 3. To develop the ability to work as part of a team while carrying out research and

practical work. 4. To build on the students’ experimental skills, and safe use of equipment. 5. To promote Chemistry as a leaving certificate subject. 6. To help the students to develop their use of scientific language.

OBJECTIVES

To study the topics outlined below from an everyday/fun perspective. 1. To conduct forensic tests – finger printing, lip prints, hand-writing analysis. 2. To use knowledge gained to compare samples from suspects to solve a “crime”. 3. To study combustion reactions. 4. To prepare a chemistry magic show. 5. To prepare for and enter regional and national Science competitions. 6. To learn how to research chemistry topics by using relevant websites. 7. To use equipment safely and understand the importance of respect for chemicals used

in the laboratory. 8. To present a research topic project to the class. 9. To investigate careers in chemistry.

COURSE CONTENT

Fireworks

Forensic Sciences

Organic Chemistry

Sports Chemistry

Metals

Fuel Chemistry

Rates of Reaction

Combustion Reactions

Project work – various topics of student’s choice

Career investigation TEACHING AND LEARNING STRATEGIES:

Practical work – Group work.

Videos

Research

ICT – Web research

Discussion

Presentation.

RESOURCES:

Pharmachemical Ireland Programme

I.S.T.A. and Peter Childs Library


Chemistry live

Bodies of Evidence by Brian Innes

Science Library

UL Transition Year Science modules

YouTube

CSI

Internet CROSS-CURRICULAR LINKS:

Sports Chemistry – Biology, Home Economics, P.E.

Fuel Chemistry – Physics

Career Investigation – Careers, Enterprise

Safety – All practical subjects

Research – Physics and Biology

ASSESSMENT:

50% Exam

50% Presentation of chosen topic EVALUATION:

Teacher self-evaluation

Subject/Module evaluation by student


COURSE TITLE : APPLIED PHYSICS DURATION : HALF YEAR MODULE NO. OF PERIODS : 3 PERIODS PER WEEK AIMS

1. Students will develop an appreciation of Physics and its impact on society. 2. Students will learn to build and design projects. 3. To assist students decide if physics is a suitable option for them for the Leaving

Certificate Programme. OBJECTIVES

1. Students will be able to identify and use electronic components and build circuits. 2. Students will develop all the skills required to be a good technician. 3. Students will recognise the enormous influence of technology on society.

COURSE CONTENT

Component identification, sourcing and use

Circuit Building – Practical and Design

Measuring Equipment

I.C. production

Auto electricity, camshaft design and motor design

Mechanics

Electromagnetism

Waves, Light and Sound

Paper plane construction

Issues in Science, e.g. Nuclear Power, Climate change

Physics of Sport

Famous Physicists

Medical Devices

The Egg Drop Challenge TEACHING AND LEARNING STRATEGIES:

Formal Instruction

Practical work

Group work

Oral presentation of practical work

Factory Visit RESOURCES:

Software

Internet

Text Books

Physics Laboratory equipment

‘Exploring Electronics’ Module

Intel TY module


CROSS-CURRICULAR LINKS:

Maths

Engineering ASSESSMENT:

Projects

Written exam at end of module

Continuous Assessment of class work and practical work EVALUATION:


Subject/Module evaluation by student .


COURSE TITLE : ART DURATION : HALF YEAR NO. OF PERIODS : 3 PERIODS PER WEEK AIMS

1. To introduce students to ‘Stop Motion Animation’. 2. To introduce students to some basic modelling skills. 3. To make students aware of how animation is used in the movie industry. 4. To introduce students to pottery (coiling technique). 5. To develop motor skills. 6. To encourage and develop group work.

OBJECTIVES

1. Students will be able to work as a group and agree on a storyboard for their animation. 2. Students will be able to delegate roles within the group. 3. Students will be able to build a set for their animation and create an animation using

Windows Movie Maker. 4. Students will make a large piece of ceramics using a coiling technique within a mould. 5. Students will decorate their work using oil pastel and Indian ink.

COURSE CONTENT

The first term is dedicated to animation. Students are introduced to examples of short stop motion animation films and films such as Wallace and Gromit. In groups, students discuss possible story lines for their animation and with guidance they agree on the most suitable idea. Each team member then selects a role within the group. Once the characters and set are made they can begin photographing and upload the images onto Windows Movie Maker.

In term 2, the students are introduced to a ceramic technique (coiling). They are shown examples of Celtic inspired pottery as inspiration. They practice the coiling technique and then build their piece of pottery either inside or over an existing mould. Once their work is fired in the kiln they decorate it with a resist technique using oil pastels and Indian ink.

TEACHING AND LEARNING STRATEGIES:

Practical approach to most classes

Class discussions. Individual and group work

Independence and problem solving

Developing motor skills RESOURCES:

Data projector

YouTube

Stop Motion Animation examples

Storyboards

Plasticine, wire, cardboard, paint and coloured paper



Computers

Enterprise Mini Company

Work Experience ASSESSMENT:

Continuous assessment

Assessment of the student’s capacity to work within a group and independently

Assessment of final outcome for each piece of work

50% for each unit. The Animation unit is marked for the Halloween report and a combined mark for both units is recorded on the Christmas report

EVALUATION:




COURSE TITLE : ASTRONOMY DURATION : HALF YEAR NO. OF PERIODS : 3 PERIODS PER WEEK AIMS

1. To provide students with a general understanding about our solar system, galaxy and place in the universe.

2. To understand the fundamental Physics behind a supernova, a nebula and nuclear fusion.

3. To gain an appreciation and interest in astronomy in the hope they will continue to learn and study astronomy as a hobby or as a career.

4. To facilitate the visit of guest speakers to the class to speak on specific subjects of interest in astronomy.

OBJECTIVES

By the end of the year students will: 1. Have an understanding regarding the history and development of astronomy. 2. Understand the basic principles or theories regarding The Big Bang, black holes,

Supernova, creation of the solar system and the birth and death of stars. 3. Understand the differences between meteors, meteoroids asteroids and comets. 4. Have a general knowledge on the makeup of the inner rocky planets and the Jovian

planets and how they compare with Earth. 5. Understand the process of nuclear fusion within stars and how our Sun compares with

white dwarf stars, red giant stars and black dwarf stars. COURSE CONTENT

SECTION 1 – Introduction to the TY Astronomy course. Overview of the course. Course aims and objectives

SECTION 2 – History of Astronomy. Development of theories and discoveries. Famous astronomers and scientists.

SECTION 4 – The Sun. Early origins. Makeup. Cycle. Sun spots. Layers of the sun. Nuclear fusion. Light speed to Earth. Birth and death of the star.

SECTION 5 – The Moon. How it was formed. Effects on Earth. Lunar landings. Facts about the moon. Cycles of the moon. The future of the moon.

SECTION 4 – Rocky planets. Mercury, Venus, Earth, Mars. The makeup of the planets. Orbits. Atmospheres. What we can learn from other planets that tell us the history and destiny of our Earth.

SECTION 5 – The Jovian or outer Gas planets. Jupiter, Saturn, Uranus, Neptune. The makeup of these planets. Their orbits, atmosphere and rings. What we can learn from other planets that tell us the history and destiny of our Earth.

SECTION 6 – The Oort cloud and the Kuiper Belt. What are they and the impact they have on Earth. Comets, meteors and asteroids.

SECTION 7 – Other solar systems and the Milky Way Galaxy and Earth’s place in the Galaxy.

SECTION8 – The Andromeda Galaxy and the predicted collision of the Andromeda Galaxy with the Milky Way Galaxy.

SECTION 9 – Different stars and their cycles.


SECTION 10 – Black Holes. The edge of our understanding. Singularities.

SECTION 11: The Big Bang and the early stages of our Universe.

SECTION 12: The large Hadron Collider and the future for Astrophysics. PROJECT WORK

Students will have a project to complete on a chosen section from the TY Astronomy course.

Students will have a presentation to prepare on any other aspect of interest from the course.

GUEST SPEAKERS

Past CCA student Kyle Corcoran will give a talk on Space Elevators and have a question and answer session on studying physics and college life in general.

Local astronomer Deirdre Kelleher will visit the school where students will observe sun spots and sun prominences through a solar telescope. She will give a talk on observing comets.

TOURS Students will have the opportunity to visit Dunsink Observatory for a guided tour and talk.


Group work

Class discussion

Practical experiments

Project work

Guest speakers and lecturers

Field work and observation

Creative assignments including painting and poster designs

RESOURCES:

Computers (including internet access)

Online resources.

Astronomy guides and research books. (Wonders of the Universe by Brian Cox)

Astronomy Ireland CROSS-CURRICULAR LINKS:

Art: posters and night sky paintings

Chemistry: nuclear fusion

Physics

Journalism: interviews for school magazine

ASSESSMENT:

Project work and home work

Exam

Weekly reviews

EVALUATION:




COURSE TITLE : BIOLOGY DURATION : HALF YEAR MODULE NO. OF PERIODS : 3 PERIODS PER WEEK AIMS

1. To encourage students’ understanding of Biology in terms of their real world and surroundings.

2. To enhance students’ understanding of the human body and how it works. 3. To allow students to gain a greater insight into the specialised areas of Microbiology

and Parasitology. OBJECTIVES

1. To learn about Biology through discussion, research and site visits rather than textbook learning.

2. To recognise and understand the behaviour of different species; their feeding habits, mating rituals etc.

3. To understand how the body works, from individual organs to their interactions with each other.

4. To describe the symptoms and the impact of various diseases on the human body. 5. To identify disease causing microbes; their activity patterns and how they may be

curtailed. 6. To examine different environments for microbes and assess the risk levels associated

with these places. COURSE CONTENT

Behavioural Zoology – why animals do what they do! – including learning behaviours, navigation behaviours and courtship.

Human Physiology – study of the structure, function and diseases associated with the various organs and systems of the human body.

Medical Microbiology and Parasitology – a look at those organisms that cause disease; how they work and what effects they have on their host.


Emphasis on participation, discussion and group work RESOURCES:

Internet

Student Presentations

Hand-outs

DVDs

Newspapers

Guest speaker(s)

Site visit to Natural History Museum or Dublin Zoo CROSS-CURRICULAR LINKS:

ICT

English


Careers

Environs ASSESSMENT:

Continuous assessment of participation - 10%

Completion of module projects and presentations - 50%

Formal exam on completion of module - 40% EVALUATION:




COURSE TITLE : BUSINESS FOR LIVING DURATION : HALF YEAR NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To introduce students to the world of Business and its applications in everyday life. 2. To develop students’ skills in dealing with everyday Business transactions. 3. To transfer a knowledge of key Business terms and their application.

OBJECTIVES

1. To develop students’ record keeping skills. 2. To teach students how to budget and plan for income and expenditure. 3. To understand the economy and how it operates. 4. To identify sources of finance and understand interest. 5. To recognise and understand wage slips and the income tax system. 6. To comprehend employee rights and responsibilities. 7. To complete Business documents.

COURSE CONTENT

Business:

Marketing

Banking

Enterprise

Entrepreneurs

Employment Legislation

Consumer rights and issues Economics:

Taxation

National Budget

The Economy and Recession

Inflation and Unemployment

Accounting:

Budgeting

Cash Flow

Ratio Analysis TEACHING AND LEARNING STRATEGIES:

Formal input by teacher

Team work and Team Building

Project work

Presentations by students

Guest Speakers

Discussions

Newspaper cuttings


RESOURCES:

Hand-outs

Newspapers

Videos

TV programmes (Prime Time, Dragon’s Den, The Apprentice) CROSS-CURRICULAR LINKS:

Careers

Maths – Business Maths

Enterprise – Establishing a Business

English - writing reports and presentations ASSESSMENT:

Christmas

Individual Report 50%

Exam 50%

Summer

End of year assignment 50%

Exam 50% EVALUATION:




COURSE TITLE : C.A.D AND COMMUNICATION GRAPHICS DURATION : HALF YEAR MODULE NO. OF PERIODS : 2 PERIODS PER WEEK

AIMS

1. To develop an awareness in students of the importance of Graphic Communication in the modern world.

2. To enhance students’ free hand sketching, colouring and creative skills 3. To introduce students to Computer Aided Design software including Desk Top

Publishing (DTP) and its relevant terminology OBJECTIVES

The students will be able to: 1. Create 3-D and 2-D drawings of parts and assemblies, free hand and with the aid of

computer software. 2. Produce a 4/5 page glossy DTP magazine including stylish fonts (text), imported

graphics, appropriate layout and produce graphics of their own design. COURSE CONTENT

The course will be centred on the computer software Solid Works where students will be required to import images onto documents from digital cameras, files, internet and scanners. Students will ask to create/modify an existing product e.g. a mobile phone. Students will also be required to produce free hand drawings of their chosen product and enhance it with the aid of colour and shading. Their ability and skill will be enhanced through a variety of interesting projects where the student’s design input will be required.


Group work

Individual Learning

Creative Problem Solving

Teacher Presentation

Project Work

‘Hands on’ use of Solid Works

Use of DTP e.g. Microsoft Publisher

RESOURCES: Teacher

Technical Graphics Room

Photocopied notes

Computers & software

Data Projector

Digital Camera

Scanner

A4 & A3 coloured printer

Student

2B pencil


4 coloured felt tip pens, blue, green, red & black

Eraser & Sharpener

A4 plastic folder

1 pack of coloured pencils

CROSS-CURRICULAR LINKS: The module is primarily aimed at students who intend to study Engineering, Design Communication Graphics and Building Construction for the Leaving Certificate. Other subjects/modules with which this course can be linked are Art and Design and Mini Company.

ASSESSMENT: The students will be assessed on the following:

3-D & 2-D computer aided drawings of a part & assembly.

The student’s 4/5 page DTP magazine

3-D & 2-D free hand sketch drawings EVALUATION:


Subject/Module Evaluation by student


COURSE TITLE : CAREER GUIDANCE DURATION : FULL YEAR NO. OF PERIODS : 1 PERIOD PER WEEK AIMS

1. To help students think about their future, what they want out of life and what they can offer their community and society.

2. To help students learn about themselves, the world of work, what career categories they are suited to and how to research and navigate the various routes through further education and training.

3. To provide students with a strong foundation on which to base their decision making in 5th and 6th year.

OBJECTIVES

Having completed this course it is intended that the students will: 1. Have a broad knowledge of the range of occupations presently available and current

employment trends. 2. Know and understand their character and personality: their interests, aptitudes,

personal qualities, skills values and motivations. 3. Be informed about Further Education, courses and colleges at all levels as well as

have a basic understanding of the working of the CAO points system. 4. Have made informed and sound decisions with regard to choosing programmes and

subjects for the Leaving Certificate. 5. Be able to engage in the process of finding jobs, preparing letters of application and

CVs and preparing for interviews (In conjunction with the World of Work module). 6. Be able to research and locate information for themselves about jobs, training and

courses using the careers library, internet and computer software packages. 7. Have identified career categories that would suit them. 8. Have a broad knowledge of the range of occupations presently available and current

employment trends. COURSE CONTENT

The World of Work- Exploring definitions of ‘work’, ‘job’ and ‘career’. Why work? Values and motivation. The changing nature of work in conjunction with the World of Work programme.

Job Hunting Skills in conjunction with the World of Work programme.

Work Experience in conjunction with the World of Work programme.

Career Exploration- Career classifications. Focus on particular jobs and careers, e.g. engineering/scientific based careers/careers in tourism, etc.

Establishing Your Profile - Getting to know yourself by identifying interests, abilities and skills & personal qualities (personality).

Higher Education - Understanding third level education: Courses, Colleges, CAO and the points system, studying in the UK, using the Qualifax computer programme, vocational training programmes. (e.g. apprenticeships).

Subject Choice - Subject groupings. Requirements for various courses and careers. Making the right choices.

Outside Visits/Guest Speakers - Visiting Industries or visitors coming to the school.

Psychometric & Interest Assessments; Multiple Intelligence Test, Career Interest Tests



Role Plays

Group work

Careers project including presentation work

Formal instruction

Open days

Guest speakers

Careers software

Discussion RESOURCES:

Internet

Careers Library

Photocopied notes

Clips/DVDs


All subjects (subject choice & assistance in specific career/subject areas in particular: World of Work)

ASSESSMENT:

Career Investigation

Psychometric & Interest assessments

EVALUATION:




COURSE TITLE : COMPUTER STUDIES DURATION : FULL YEAR NO. OF PERIODS : 6 PERIODS PER WEEK AIMS

1. To develop the student’s computer skills. 2. To develop students’ knowledge and understanding of ICT. 3. To help students to pass all seven modules of the ECDL.

OBJECTIVES

Students will: 1. Understand the theory of ICT 2. Perform tasks to develop skills in working with word processing, spread sheets,

presentations and databases software packages 3. Be able to manage files and programmes on a computer 4. Use the internet and world wide web skilfully and safely 5. Understand concepts of ICT software and hardware as well as the general workings of

a computer. COURSE CONTENT

Module 1: Concepts of information and communication technology

Module 2: File management

Module 3: Word Processing

Module 4: Spread sheets

Module 5: Databases

Module 6: Presentations

Module 7: Web Browsing and Communication TEACHING AND LEARNING STRATEGIES:

Individual tasks

Interactive learning through E-Learning

Paired work

Teacher instruction/ demonstration RESOURCES:

Computers

Work sheets

E-Learning web site


Maths

English and Communication

Media studies

Irish studies

Business

Art


ASSESSMENT:

Task assigned by class teacher

E-Learning tutorials in school and at home if possible

Presentations/ Projects

Formal assessment; ECDL mock exam and ECLD exam for each module EVALUATION:




COURSE TITLE : ENGLISH STUDIES DURATION : FULL YEAR NO. OF PERIODS : 3 PERIODS PER WEEK AIMS

1. To develop the student’s practical skills by means of drama, film studies and media studies.

2. To develop the student’s creativity. 3. To develop and strengthen students’ critical skills.

OBJECTIVES

1. To involve students in visual and performance related activities. 2. To introduce students to alternative forms of interactive and prompt discussions on

themes and presentation. 3. To heighten awareness of the diversity of English studies.

COURSE CONTENT

Film Studies

The Study of Popular Song

Theatre/Drama Studies

Debating/Public Speaking

Journalistic Writing

Radio Presentation (Media)

Creative Writing Workshops

Alternative Fiction (novels)

Children’s Literature TEACHING AND LEARNING STRATEGIES:

Group Work

Project Work RESOURCES:

Radio/Television/DVD

Live performance theatre

Visits from journalists

Video camera

Selection of alternative novels CROSS-CURRICULAR LINKS:

Business Studies

Religion

Geography

Music ASSESSMENT:

Project work

Continuous assessment of effort and input.


Assessment of practical skills

Assessment of the student’s ability to work on their own initiative and with others

Formal tests and exam EVALUATION:




COURSE TITLE : ENTERPRISE EDUCATION DURATION : FULL YEAR NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To introduce students to the world of Enterprise. 2. To give students a ‘hands on’ experience of Business.

OBJECTIVES 1. To identify and develop business ideas. 2. To set up a mini-company. 3. To enhance teamwork and enterprise skills. 4. To keep proper records of the business. 5. To wind-up the company and enter local competitions. 6. To establish an enterprise to benefit the school and/or/local community.

COURSE CONTENT

Enterprise skills, teamwork and goal setting

Business start up/planning/organising and control

Production and Market Research

Sales and Marketing

Finance and Accounting

Wind-up and Evaluation

Community Enterprise and fundraising TEACHING AND LEARNING STRATEGIES:


Team work and Team building

Project work

Presentations by students

Guest Speakers

Discussions

Self directed learning

RESOURCES:

Hand-outs

Newspapers

Videos

Co. Wicklow Enterprise Board

Student project workbook

Guest speakers from enterprise world


Metalwork/Woodwork /Home Economics with production.

English with reports and presentations and market research.

Guidance – World of Work and Enterprise.

Art – developing Business display and marketing campaign.


ASSESSMENT: Christmas

Individual Report 25%

Mini Company Report 25%

Exam 50%

Summer

Report on community enterprise 25%

End of year assignment 25%

Exam 50% EVALUATION:

Self evaluation of students through diary

Team evaluation by project and competitions

Shareholder evaluation through dividend pay-out and research




COURSE TITLE : ENVIRONS STUDIES DURATION : FULL YEAR NO. OF PERIODS : 2 PERIODS PER WEEK

AIMS

1. To introduce environmental issues to students and discuss these issues through debate, research and project work.

2. To make students aware of the ‘built environment’ around them.

OBJECTIVES 1. To promote environmental awareness 2. To encourage and develop the practical skills which enable students to adopt

responsible roles as citizens in society. 3. To enhance a sense of ownership of the environment. 4. To develop an appreciation and respect for the environment. 5. To develop a spirit of community and teamwork. 6. To develop the school’s recycling facilities, raising litter awareness and re-using of

materials. 7. To promote the importance of conservation and preservation of the environment. 8. To produce large scale displays for the school environment. 9. To promote creativity and learn new skills. 10. To develop a sense of social responsibility as well as personal, organisational, team

and leadership skills COURSE CONTENT

As citizens of the planet we are stewards of our environment. We are temporary owners entrusted and empowered with its care and maintenance. Students will study the environment, everything that surrounds and affect us: oceans, mountains, rivers, trees, animals, towns and cities. They will choose an area of the environment - built, natural, social, cultural, litter awareness or road safety and work as a team to complete a project. An aesthetically appealing piece of work will be created on a particular theme for a specific location within the school.


Teamwork

Research

Analysis

Discussion

Evaluation

Presentation

RESOURCES:

Internet

Library

Newspapers

Guest speaker(s)


Site visit

DVD

Materials CROSS-CURRICULAR LINKS:

This issue may tie into the environmental issues raised as part of the Geography and Science programmes

ASSESSMENT:

A Project will be undertaken during the programme and students will be assessed on their project.

Guidelines for Project:

Project Title

Aims

Budget

Must be visual/written records as the project progresses.

Record Include: Diary, photographs, difficulties encountered. Reference how the project raised awareness of environmental issues in the school community.

Presentation to the adjudicators. EVALUATION:




COURSE TITLE : FAITH AND SOCIAL STUDIES DURATION : FULL YEAR NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To raise awareness among students of issues in developing countries e.g. human rights.

2. To develop an appreciation and understanding of world religions (beliefs, values and customs etc.).

3. To develop an understanding of health issues in various countries e.g., AIDS. OBJECTIVES

Students will 1. Complete assignments on human rights issues. 2. Research and complete comparative assignments on AIDS in developing countries

and Ireland. 3. Complete projects on the origins, values, traditions and beliefs in two world religions of

their choice. COURSE CONTENT

The course will be divided into three modules throughout the year.

The first module consists of examining the five main world religions with the aim of students completing a project comparing two world religions of their choice. The students will research traditions, beliefs and origins of those world religions.

The second module will involve an examination of the work of Amnesty International and various human rights issues such as freedom, torture, death penalty, etc. An assignment will involve researching the work of one human rights activist of their choice.

The third module will consist of comparing human rights issues in Ireland with those in developing countries. Issues such as health care, AIDS and wealth will be examined.


Group work

ICT

Case studies

Research and investigation RESOURCES:

Internet websites e.g. Amnesty International

RE, SPHE and senior cycle Geography books CROSS-CURRICULAR LINKS:

Geography

CSPE

SPHE

History


ASSESSMENT:

Interviews

Written project work





COURSE TITLE : FILM STUDIES DURATION : HALF YEAR MODULE NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. Students will learn key terminology related to film. 2. Students will have an overall understanding of film genre. 3. Students will develop their critical analysis of character make up, plot and story

summary.

OBJECTIVES 1. To critically observe films from a broad genre base. 2. To complete two projects based on the two modules studied in Film Studies:

a. Tracing Society in Irish Film. b. Hitchcock and Suspense.

3. To examine how text is transferred into film.

COURSE CONTENT

The course content will consist of Irish films tracing from the 1960s to 2011 and a selection of Hitchcock’s films. The students will be asked to observe and critically compare each film and show how the Directors developed theme, style and technique.

Students will also examine the era of silent cinema paying special attention to the mise en scene of that era.

Students will script their own scenes inspired from film clips observed and discuss the films’ style through direction, music, lighting, character building and plot/summary.

Students will learn how to write their own script and story board and how to transfer their ideas to film.

Students will examine how text is transferred into film. TEACHING AND LEARNING STRATEGIES:

Class discussions

Group work

Individual presentations


Computer

DVDs

Hand-outs

CROSS-CURRICULAR LINKS: This course will be of great benefit to students who will study the cross curriculum film studies question on the English Leaving Certificate course and to students who study Art or History.

ASSESSMENT:

Formal tests


Exam EVALUATION:




COURSE TITLE : FOOD FOR THOUGHT DURATION : HALF YEAR MODULE NO. OF PERIODS : 3 PERIODS PER WEEK AIMS

1. To develop an appreciation of food and healthy eating. 2. To develop an appreciation of the importance of food as a leisure and vocational

pursuit. 3. To develop personal and interpersonal skills through group work.

OBJECTIVES

Students will be able to: 1. List the nutrients in food, interpret the healthy food pyramid and apply this to meal

planning. 2. Prepare, cook and serve a range of dishes, meals, food for occasions. 3. Prepare, cook and serve a three course meal for a specific event. 4. Design and make a range of mini company prototypes - choose one to develop, e.g.

‘mini’ Christmas cakes, ginger bread, Christmas decorations. COURSE CONTENT

Nutrition, food pyramid, meal planning, cooking methods.

Practical cookery. Assignments preparation, cooking serving – breakfast/lunch/main meals.

Healthy snacks and drinks.

Catering for diversity – diabetic, coronary heart disease, coeliac, anaemia, and high fibre diet.

Ethnic cookery.

Safety and Hygiene - principles and skills.

Evaluation of all assignments. TEACHING AND LEARNING STRATEGIES:

Demonstrations – live and video presentations.

Practical cookery assignments.

Research – compilation of menus, shopping lists, recipes.

Field Trips – Bord Bia/Farm. From farm to table.

Guests Speakers – National Dairy Council, Sharwoods, Odlums. RESOURCES:

Safe food for life – ‘Food Safety Authority’

Department of Health

Board Bia, BIM, Bord Glas, National Dairy Council

Books - Good Housekeeping, Good Food Guide CROSS-CURRICULAR LINKS:

French and Spanish Cuisine

Art – Graphic design menu cover, booklet covers


Business Studies – setting up a mini-company, selling Christmas cakes, gifts, recipe booklets

ASSESSMENT:

Continuous Assessment/

Practical Assessment

Project

Case Study

Assignments





COURSE TITLE : FRENCH STUDIES DURATION : FULL YEAR NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To use French as a living language. The emphasis of the course is on the functional use of the language to express ourselves, make enquiries and learn about France.

2. To explore aspects of French culture. 3. To prepare students for some of the oral aspects of senior cycle French.

OBJECTIVES

By the end of the year students will have: 1. Maintained and reactivated some oral skills from Junior Cycle. 2. Compared school life in France to Ireland. 3. Communicated with French counterparts online. 4. Explored French music, film, geography, food and civilisation.

COURSE CONTENT

SECTION 1 – European Day of Languages (3 weeks) 1. Class will prepare to celebrate European Day of Languages in late September, i.e. a

short film presentation, event, activity, posters, talk for junior classes 2. Week 1: Brainstorm ideas for what to do, form small groups within class. 3. Week 2 and 3: Work on European Day of Languages project, present/display to school

community.

SECTION 2 - Je me présente (4 weeks – to Halloween mid-term break) 1. Students complete a written ‘fiche d’identité’ covering themselves, their family, their

hobbies and where they live. 2. Students present themselves and interview another student in French. 3. Week 1: Brainstorm/ warm up on the above topics. 4. Week 2: Create a ‘Facebook’ page in French. 4. Week 3 and 4: Each student prepares a short presentation for class en français

describing themselves.

SECTION 3 – Les lycées en France et en Irlande (8 weeks – to Christmas break) 1. Teacher register with www.etwinning.net and searches for a French school willing to

engage in an online partnership. 2. Students create a very short film in French about their school/Irish second-level

system (short enough to shoot on a mobile phone). This presentation will be viewed by the partner e-twin French school.

3. Students will compile a list of questions to ask our French partner school about the French school system, ask these questions and analyse the responses.

4. Week 1: Brainstorm/warm up about above topic: mon école; break students into small groups to work on separate elements of film – intro piece, structure of school day, subjects studied, facilities, extra-curricular, etc.

5. Week 2 & 3: Students work in small groups to create short French script, rehearse lines.

6. Week 4 & 5: Students make film clips.


7. Week 6: Small number of volunteers produce film using Windows Live Movie Maker, rest of class work on list of questions to ask students from the French partner school.

8. Week 7 and 8: Send film to French school with questions.

SECTION 4 – La cuisine française (4/5 weeks – to February mid term break) 1. Students will learn about French food culture, include reading menus, etc. and

investigating French attitudes to food and drink. 2. Students will prepare a traditional French food event in conjunction with Home

Economics Department. 3. Students will complete a written menu and recipe with cooking instructions for a dish in

French. 4. Week 1: Brainstorm/warm up about above topic: reading menus online and printed –

using vouloir/prendre/choisir to ‘order’ from menu, watching videos related to French food culture.

5. Week 2: Researching and listing well known French foods/dishes; designing own menu.

6. Week 3: students create and present ‘French food’ project in conjunction with Home Economics Department.

9. Week 4: Other activities could include: read article about French food or watch video clip about French cuisine/food culture, etc.

SECTION 5 – Music, Film and Literature (3 weeks) 1. Students will be exposed to a variety of French music and film 2. Students will complete a short investigation of a French musician or filmmaker en

français

FURTHER OPTIONAL SECTIONS – 1. Visitors/Day Trip (1 week) 2. Students could host a representative of the French embassy/Alliance Française etc. to

the school. 3. Students could visit the National Gallery in Dublin to observe French Art. 4. Depending on activity, students would complete a written evaluation of each visit/take

part in a quiz. 5. French Civilisation (2/3 weeks). 6. Students could study the Geography of France (regions, borders, etc.). 7. Students could learn some aspects of French history, politics and social issues. 3. Depending on activity, students would complete a short quiz on their learning.


French as the primary language of communication in the TY classroom.

Students are encouraged to speak French at all times in the class.

Language assistant to take a full active role with TY classes.

Group and pair work emphasised, independent learning emphasised. RESOURCES:

Computers (including internet access)

Language Assistant, Alliance Française, French Embassy

Online resources i.e. YouTube, French tourism, food, political, media websites

Maps, atlases, brochures, leaflets, menus, Carrefour



Home Economics for Food Project

ICT for film project and ELP

Geography and History class for ‘civilisation’ module ASSESSMENT:

Christmas exam: Oral exam (moi-même, mon école) 40%, project work 60%

Summer exam: Oral exam (moi-même, mon école, mon film préféré/chanteur(euse) préféré etc) 40%, project work 60%.

Students will be expected to have a range of documents or objects to represent the course at the end of the year for display on Exhibition Night.

Assessment will be for learning, following principles of AfL. At all times, peer assessment and self-assessment will be to the fore. In terms of oral assessment, students will be assessed based on their own level of French, not on a fixed scale, i.e. students who expect to opt for HL French for LC will be expected to challenge themselves but those who will not be studying French can give limited answers and achieve full marks for effort

EVALUATION:


Subject/Module evaluation by student. Students will be asked to fill out an evaluation form on the course in the final week, and will be asked to comment formally and informally on the module structure and content.


COURSE TITLE : GEOGRAPHY DURATION : HALF YEAR NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To reinforce and further develop the student’s knowledge, understanding and skills gained from the Junior Certificate Geography in this TY module.

2. To develop organised thinking and cognitive abilities – not only in the area of important factual knowledge, but in application, analysis, synthesis, evaluation, creativity and imagination.

3. To develop student’s practical, social, evaluation and communication skills 4. To contribute to student’s understanding of important issues and problems in

contemporary society OBJECTIVES

1. To explain the importance of planning for rural and urban areas. 2. To describe the links between government policy and local, county and national

planning. 3. To clarify the causes of urban problems and suggest solutions to those problems. 4. To categorise urban functions and say how these can change over time. 5. To present and communicate information and ideas in a variety of ways (including

maps, figures, statistics, and written). 6. To use and interpret a variety of information sources, e.g. reading and extracting

information from Ordnance Survey maps, textual sources, electronic sources, etc. COURSE CONTENT

Unit One – Settlement

Site, situation and function of Urban Settlements.

OS Maps.

Reasons for development of settlement.

Case Study: Historic Development of Dublin.

Research investigation: Historic Development of my Local Area.

Unit Two – Rural Settlement.

Rural settlement patterns.

Planning the Development of Rural Ireland.

National Development Plan.

County Development Plan.

Project on the Co. Wicklow Development Plan.

Unit Three – Urban Settlement.

Urban functions.

Changing Urban Functions - Case Study – Drogheda and Kilkenny.

Unit Four – Urban Land Use.

Functional zones in the modern city.

Changing land use in Dublin over time.


Unit Five – Urban Problems and solutions

Environmental Issues in Urban Areas.

Case Study: Urbanisation in the developing world.

Urban Sprawl – Case Study Dublin.

Urban Problems and their Solutions in the Developing World.

Case Study: Sao Paolo, Brazil: A developing world mega city. TEACHING AND LEARNING STRATEGIES:

All topics are introduced to students by bringing their prior knowledge of the subject and everyday general knowledge to the fore. All basic knowledge and concepts are introduced in this way and then expanded upon with new knowledge. This process involves among other methods:


Brainstorming.

Questions and Answers sessions.

Problem Solving.

Discussion

Group work

Project work RESOURCES:

Computer and Data Projector

Whiteboard

Visual Aids – including posters

Worksheets and hand-outs

Internet access

Electronic PowerPoint presentation

Textbooks and Atlases CROSS-CURRICULAR LINKS:

ICT

History

English ASSESSMENT:

Continual Assessment (20%)

Project work (30%)

Written examination (50%. EVALUATION:




COURSE TITLE : HISTORY DURATION : HALF YEAR NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To develop knowledge and understanding in students of human activity in the past whilst promoting a greater understanding of contemporary issues.

2. To encourage students to understand Historical concepts whilst studying Ireland, Europe and the wider world.

3. To provide perspective of change in a changing world. OBJECTIVES

Students will: 1. Develop an understanding of Topics of study. 2. Learn an appreciation of how experiences of the past will influence experiences of the

future. 3. Develop invaluable skills whilst studying history such as research skills, source

evaluation and analysis, collate data, present findings, detect bias etc. COURSE CONTENT

The Dublin Strike and Lockout of 1913 1. Chronology of the Strike and Lockout 2. A Tenement City 3. The Opponents: James ‘Big Jim’ Larkin & William Martin Murphy 4. The Strike Intensifies 5. The Askwith Inquiry 6. The ‘Fiery Cross’ Campaign & the Breaking of the Strike 7. Connolly and the aftermath of the Lockout The Vietnam War 1. Escalating US Involvement in the Vietnam War 2. Conflict on the Home Front 3. Role of the media in the Vietnam War 4. Using primary sources to learn about pro-and anti-war positions 5. Those Who Served 6. The POW experience 7. The My Lai Massacre 8. The Vietnamese and Vietnam 9. Key players in Vietnam 10. The impact of the war on civilians 11. The Legacy of the Vietnam War


Group work

Research

Presentation

Discussion


RESOURCES:

www.hist.ie

RTE’s Strumpet City.

Lockout Dublin 1913 by Pádraig Yeates published by G & M

Columbia Guide to the Vietnam War by David L. Anderson

www.uspresidents.org CROSS-CURRICULAR LINKS:

English

CSPE

Art ASSESSMENT:

Project work

PowerPoint presentations

Written exams

Tests and formal exam at the end of the year EVALUATION:




COURSE TITLE : IRISH STUDIES DURATION : FULL YEAR NO. OF PERIODS : 3 PERIODS PER WEEK AIMS

1. To encourage all students to view Irish as a living and enjoyable language. 2. To obtain the “Fáinne” or “Cúpla Focal” award for spoken Irish and for completion of

course work.

OBJECTIVES 1. Become confident and competent in the Irish language in a fun and active way. 2. Explore and experience Irish through alternative means.

COURSE CONTENT

Core components

Leabhrán Gaeilge – completion of a booklet on oral topics

Cluastuiscint – developing students’ listening skills in Irish

Developing basic spoken Irish skills – myself, my family, my area, school, hobbies, future etc.

Links with local primary schools with the aim of fostering a positive attitude towards Irish amongst the students. The activities can include: drama, quiz, Irish dancing

Family Coat of Arms and surname in Irish. Cultural components

A selection from the following:

Irish proverbs

Place names in Irish

Practice and preparation for the “Fáinne” award

Gearrscannáin – watch and study Irish short films

Information brochure about the school - using Microsoft Publisher

Elements of Irish history – Ogham, Old Irish Writing

Irish Myths and Legends

Drama/Film Making TEACHING AND LEARNING STRATEGIES:

Formal Instruction

Practical work

Oral presentation of practical work

Project and group work

RESOURCES:

Cumarsáid

Make the Transition: Gaeilge

Clár Bán

Teilegoir Sonraí

Dlúthdíoscaí: Aifric, Gearrscanná

TG4.tv


rrr.ie

focal.ie

seomraranga.ie

an foclóir beag

voki.com

quia.com

TG4

Vifax CROSS-CURRICULAR LINKS:

French

English

Music

History

Geography ASSESSMENT:

Projects on various areas of work completed

Tests and formal exam at end of year

AfL methods EVALUATION:




COURSE TITLE : JOURNALISM DURATION : HALF YEAR NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To allow students to examine the key roles of the journalism world. 2. To allow students to understand the value of journalism in the world. 3. To equip students with the skills to produce their own school magazine in a

professional manner. OBJECTIVES

1. To critically examine the journalistic fields of print, radio and television. 2. To create a professional school magazine. 3. To develop a deep understanding of the importance of journalism in our world and the

key role it plays in portraying news stories. COURSE CONTENT

The origin of journalism and exploration of the different journalistic fields.

The nature and functions of media - i.e. to inform, educate and entertain.

The significant trends within the world of journalism- the current emphasis on sport, the consumer, advertisements, etc.

The production practices and the range of work and skills that combine to deliver the different forms of media e.g. the role of the sub editor, etc.

The knowledge and skills needed to produce a press release.

How selection and omission happens in media.

The importance of images.

The legal constraints under which journalists must work. TEACHING AND LEARNING STRATEGIES:

Formal teacher input.

Team work

Web based work

Analysis of newspapers

Use of the Internet and YouTube in particular.

Pair work

Project work

Discussion

Student presentations

Development of the school magazine. RESOURCES:

Hand-outs

Newspapers

Internet

Last year’s Magazine

Videos

Sky News and RTE News



English- creative and factual writing

Business-marketing and costing

Art- creating appealing images for the magazine

ASSESSMENT: Christmas

Individual report and presentation worth 50%

Written exam worth 50% Summer

Development of the school magazine worth 50%

Written exam worth 50% EVALUATION:




COURSE TITLE : LEISURE AND RECREATION DURATION : FULL YEAR NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To develop students holistically - to include physical, mental, social, emotional, and moral aspects.

OBJECTIVES

1. To allow each student the opportunity to attain, through practical activities, the maximum of his/her individual capabilities by participating in a number of challenging and worthwhile experiences.

2. To allow students the opportunity to develop great fitness, strength, speed, stamina and flexibility. Physical fitness is essential to a happy life and students are given the opportunity to discover this in the programme.

3. Students will learn to adapt to group living. Physical education activities provide ample opportunities to develop traits such as co-operation, respect for oneself and others, positive attitudes, fair play, honest competition, good sportsmanship and self-confidence.

4. To develop an understanding and appreciation in students of the local environment as well as the global environment. By participation in various physical activities such as dance, sports and games and various leisure pursuits, students fully understand the history, culture, tradition, religious practices and the aesthetic values associated with these activities.

5. To teach students the importance of responding readily to instructions. To recognize and follow relevant rules, laws, codes, etiquette and safety procedures for different activities or events, in practice and during competition.

6. Students will learn to record information and examine critically both their own and others performances

COURSE CONTENT

Students will have the chance to choose the structure of their yearlong session by placing themselves in a group suitable to their ability and enjoyment of the different aspects of Leisure and Recreation. They will have the chance to undertake fitness session with the assistance of specialist coaches who will work alongside the PE Department to gain a greater knowledge of specialist areas.

They will also have the chance to monitor and record their own fitness levels and gain the knowledge to maintain and improve these levels.


Teamwork

Individual goal setting

Analysis

Discussion

Evaluation

Refereeing/Umpiring

Score Keeping


RESOURCES:

Internet

Library

Newspapers

Guest speakers and Coaches

DVDs CROSS-CURRICULAR LINKS:

An opportunity for cross curricular linkage with IT, CSPE, SPHE, Social Education, Study Skills, Maths and Geography.

ASSESSMENT:

Regular Fitness tests will be undertaken during the programme and students will be asked to record their scores throughout year. These scores will be plotted on a graph or bar chart or other visual representation in conjunction with the Maths and IT Department.

EVALUATION:



AfL – Question and Answer during lessons and at end during summary

Peer Teaching and Peer Assessment

Coaching and Refereeing/Umpiring


COURSE TITLE : MATHS DURATION : FULL YEAR NO. OF PERIODS : 3 PERIODS PER WEEK AIMS

1. To build students’ confidence in and appreciation of Mathematics. 2. To help students appreciate the practical applications of Mathematics. 3. To give students the opportunity to engage with Maths in a co-operative environment.

OBJECTIVES

1. Students will have a greater appreciation of Maths at the end of the module. 2. Students will appreciate how essential Maths is to society. 3. Students will work in pairs and groups to solve problems and engage with Maths on a

practical level. COURSE CONTENT

Number Patterns and Sequences.

Probability

Graphs

Pythagoras Theorem

Algebra

Trigonometry

Introduction to Calculus

Complex Numbers

Co-ordinate Geometry Maths for life course (1 period per week)

Sudoku

Problem Solving

Card games

The deck of cards and simple games

Currency for betting

Poker

Jigsaw

Designing a Maths game

Career investigation 1

Career investigation 2

Maths in my life diary

Cryptography

Financial Maths

Gaming theory TEACHING AND LEARNING STRATEGIES:

Formal classroom teaching

Puzzles

Project


Presentation

Group work. RESOURCES:

Text-books

Internet

Measuring and Construction Equipment

Calculators CROSS-CURRICULAR LINKS:

English: Presentation Skills

ICT: Projects and research

Science: Applications of Maths

Business: Applications of Maths

Technology Subjects: Constructions and Applications ASSESSMENT:

Formal testing at Christmas and Summer

Informal testing in class

Assessment of Project Work by teacher EVALUATION:


Peer evaluation



COURSE TITLE : METALWORK - DECORATIVE METALWORK DURATION : HALF YEAR MODULE NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To promote health and safety in the workshop and work environment. 2. To develop students’ design techniques through a structured approach. 3. To introduce students who have not done metalwork previously to working with a

variety of metals and other materials. 4. To develop students’ appreciation and ability to perform decorative metalwork. 5. To develop students’ knowledge and skills in decorative metalwork processes.

OBJECTIVES

Students will be able to: 1. Understand the importance of safety when working in the workshop and a related

working environment outside of school. 2. Tackle any design problem which may arise using the approach learned in class. 3. Design an object using the design process learned in class. 4. Produce an article containing decorative scrollwork and other decorative processes.

COURSE CONTENT

In this course students will learn how to go about designing a new product or make design improvements to existing products.

Students will complete several design projects such as a candle holder and a model car.

The course will consist of learning the skills necessary to produce projects which will require the following processes:

o Scrollwork o Welding o Enamelling

During the making of these projects students will use a wide range of materials.

Students who have not completed the Junior Certificate Programme in Metalwork will be brought through the correct methods of using the metalwork tools safely. Their ability and skill will be improved through a variety of interesting projects where the student’s design input will be required

The students who have completed metalwork in the Junior Certificate cycle will be given progressively challenging design projects to help expand their knowledge of design and metalwork processes. These projects will require them to draw on their technical and design abilities to complete the project.


Project work

Design work

Group work

Presentations of student’s work

RESOURCES:

Current metalwork room resources


Stained glass material


Links to Woodwork for presentation of produced articles

Link to Art for design projects

Possibility of making candlestick holders and other projects for an Enterprise project ASSESSMENT:

Projects assessed by students and teacher EVALUATION:




COURSE TITLE : MUSIC: BODHRÁN MAKING & GENERAL MUSIC THEORY DURATION : HALF YEAR MODULE NO. OF PERIODS : 3 PERIODS PER WEEK AIMS

1. Students will learn how to read, write and understand musical notation and musical terms.

2. Students will make their own musical instrument – a bodhrán. OBJECTIVES

1. Students will be able to identify and write notes on the treble and bass clefs. 2. Students will be able to identify and write rests on the treble and bass clefs. 3. Students will be able to write a paragraph about a piece of music using musical terms. 4. Students will design their own bodhráns. 5. Students will make their own bodhráns. 6. Students will learn how to play their own bodhrán.

COURSE CONTENT

Notation – reading and writing notes on the treble and bass clefs.

Rests – reading and writing rests on the treble and bass clefs.

Italian terms – learning musical terms which can be used to describe a piece of music.

Bodhrán Making – sanding, varnishing, gluing, tacking and designing the front.

Learning how to play the bodhrán.


Practical approach to most classes

Individual and group based activities

RESOURCES:

General Music Room equipment

Bodhrán Kit

Calligraphy expert


Woodwork

Art

ICT ASSESSMENT:

In-class assignments

Production of bodhrán EVALUATION:

Completion of exercises on theory of music

Completion of bodhrán


COURSE TITLE : READING DURATION : FULL YEAR NO. OF PERIODS : 1 PERIOD PER WEEK AIMS

Promoting reading as an enjoyable pastime may be the first basic step in the process of learning. Some students have a tendency to fear reading, to invest it with some form of anxiety; they may even see it as a boring activity, a waste of time, or worse, something they are coerced into by parents, teachers or guardians. Here at Coláiste Chraobh Abhann we feel it imperative to channel our own commitment to the pleasures of reading through our own experiences as readers. We acknowledge that the attainment of basic literacy through reading poetry, drama, the novel, film, short stories, advertisements, newspapers, and our own creative efforts, can often be among the most stimulating and enjoyable experiences in our lives. We offer support and companionship in reading through our various literacy programmes and instruction where needed. Above all, here at Coláiste Chraobh Abhann, we are committed to opening up possibilities for students’ engagement with reading of all types. We place our emphases on the needs of the individual students and a desire to see each student develop the critical literacy skills that will reward them beyond our classrooms, libraries, and schools. We view reading as both a life-skill and a basic human right, a way into the world as well as an escape from it, a skill and a pleasure, a detour and a destination. “We read books,” said Ursula Le Guin, “to find out who we are. What other people, real or imaginary, do and think and feel... [Reading] is an essential guide to our understanding of what we ourselves are and may become.”?

OBJECTIVES

Through the implementation of this module we strive to have students: 1. Read and (by extension) write with confidence, fluency and understanding. 2. Use their skills in reading to explore, articulate and extend their understanding of a

wide range of texts. 3. Be able to orchestrate a full range of reading cues (phonic, graphic, syntactic and

contextual) to monitor their reading and correct their own mistakes. 4. Understand the sound and spelling system and use this to read and spell accurately. 5. Have an interest in words, their usage and meanings, and be able to access an

extensive vocabulary that they can use appropriately where appropriate. 6. Know and understand a range of fiction and poetry genres; to be familiar with ways in

which those genres are constructed. 7. Understand the conventions of different non-fiction types and be able to use these

conventions confidently as readers and writers. 8. Have an extended technical vocabulary with which to discuss and evaluate their

reading and writing. 9. Read with enjoyment and discrimination. 10. Through reading develop their powers of imagination, critical awareness and thinking. 11. Be able to research independently. 12. Use appropriate reading strategies to extract particular information. 13. Be able to understand the importance of punctuation, sentence structures, paragraphs

and technical devices. 14. Adapt their own writing skills to the high standards encountered in their reading.


15. Be confident users of subject specific vocabulary and correct spellings. COURSE CONTENT

This course is premised on independent silent reading. Students are therefore encouraged to acquire their own texts. Teachers are available, however, to recommend books to students. A complete list of teenage fiction is available on request.


This module is based on an understanding that each student will have an interest in reading for their own pleasure; as such students are asked to acquire a text of their own choosing and afforded the opportunity for silent independent reading in one period per week.

Teaching is classroom based where students are to read independently in a quiet environment.

The students are to bring their own books (NOT textbooks) with them; failing this, teachers will have a number of books at their disposal as a contingency plan.

Students are encouraged to use the library during lunchtime hours, where the school houses a rich array of novels, poetry, drama, biography, and general interest materials.

RESOURCES:

School Library (updated regularly with the latest books chosen by our own students)

Assistance from all subject teachers

English Dictionaries CROSS-CURRICULAR LINKS:

Teachers from the English Department are on-hand to discuss and recommend books to students taking this module. Nevertheless, as this programme is non-subject specific, and all teachers have a vested interest in the improvement of literacy across the curriculum, there are strong links with all subject departments in the school. Students are encouraged to pursue all of their academic interests in this module.

ASSESSMENT:

There is no formal assessment in this module in the guise of an examination. Students are, however, encouraged to discuss their readings with their teachers and/or peers.

EVALUATION:




COURSE TITLE : ROAD SAFETY DURATION : HALF YEAR NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To raise awareness among participants on this course of personal safety in using our roads and to develop their decision making skills.

2. To develop students’ numerical skills and calculations, picture interpretation, figure interpretation and figure drawing.

3. To encourage students to develop as responsible citizens in a modern society. 4. To allow students to carry out stage incidents, become aware, assess situations and

take action. Students then evaluate and draw conclusions from their actions. 5. To develop investigative, creative, analytical, evaluation and communication skills by

carrying out practical activities. OBJECTIVES

1. To be able to make better decisions when using our roads. 2. To understand the dangers posed by other traffic when walking or cycling. 3. To develop students’ knowledge on how to recognise and combat driver’s fatigue. 4. To explore the rights and responsibilities associated with drink driving and its potential

consequences. 5. To develop students’ knowledge skills and attitudes in spotting hazards and identifying

distractions that may cause collisions. 6. To understand the importance of personal safety in road situations.

COURSE CONTENT

Understanding the road

Warning Signs/Information Signs

Understanding your vehicle

Hazard perception

Making decisions

Motor skills

Laws for road users and safety

Safety margin pedestrians, cyclists, driver and motorcyclist

Personal responsibility

Road Engineering

Field study – investigation into traffic management in their local area and presentation of findings in written and oral forms

The road ahead


Homework will be given at the end of each lesson

A range of activities will be given which will include written, learning, reading and investigation work

RESOURCES:

Road Maps


Rules of the Road – Road Safety Authority

Educational Videos/DVD

Staying Alive

The Official Drivers Theory Test

Streetwise – A Junior Cycle Resource on Road Safety

Steer Clear – A Driver’s Education Manual CROSS-CURRICULAR LINKS:

Maths

ASSESSMENT:

Continual Assessments, oral and written will be conducted after each new topic and at the end of the term.

Each student will be assigned a project to complete on what they have learned and present it to the class

The student’s written report will be assessed EVALUATION:




COURSE TITLE : WATER SAFETY / RESUSCITATION DURATION : HALF YEAR MODULE NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To make students more aware of personal safety in water situations and teach students to assist people who are drowning.

2. To develop the student’s skills in resuscitation, CPR and First Aid. 3. To develop the awareness of safety as an important development for young people as

responsible citizens in a modern society. 4. To allow students to carry out stage incidents, become aware, assess situations and

take action. Students evaluate and draw conclusions from their actions. 5. To develop investigative, creative and communication skills by carrying out practical

activities. OBJECTIVES

1. To be able to administer ‘mouth to mouth’, and ‘mouth to nose’ and cardio pulmonary resuscitation to an adult, child or infant.

2. To understand the respiratory system and have knowledge of the composition of our blood and the circulation system.

3. To have the knowledge of CPR and rescue breathing. 4. To have the ability to assist people who are in danger of drowning using simple rescue

techniques. 5. To understand the importance of personal safety in open water situations.

COURSE CONTENT

Personal safety – understand the principles of safety and self rescue

Hazards of open water

Safety for anglers

Safety for organised groups

Safety for swimmers/dippers

Rescue principles

Recognition of weak swimmers/non-swimmers/unconscious subject

Survival skills

Systematic search patterns – spinal injury and management

Skills and knowledge of basic life support

Recognition of recovery

Choking

Blood and circulation TEACHING AND LEARNING STRATEGIES:

Active learning – teacher demonstrates skills and students ‘partner off’ and practice skills on one another for land and in water scenarios.

Theory – explained using diagrams and students are assessed orally.

Students work on the course in the pool and on land


RESOURCES:

Mannequins – Adult/Child/Baby

Ring Buoys

Floatation Boards

Ropes

Reaching Poles

OHP CROSS-CURRICULAR LINKS:

Biology ASSESSMENT:

Continual assessment - oral and written will be conducted after each new topic and at the end of the term.

Students will be assigned a project or model to complete on a topic they have learned and present it to the class.

The student will asked to demonstrate practical safety skills in simulated drowning rescue situations.

Water Safety Examiners conduct exams in swimming pool and land drill.

Those who are successful in the exam will be awarded a certificate from Irish Water Safety Association.

EVALUATION:


Subject/Module evaluation by student .


COURSE TITLE : WEB DESIGN DURATION : HALF YEAR NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To introduce students to Web Design using HTML/CSS. 2. To enable students to create a basic website. 3. To encourage students to develop a new form of communication. 4. To develop an understanding in students of how to create a website using available

software installed – e.g. Website X5/Weebly. 5. To develop an understanding of the internet and the www and the reasons behind its

development. 6. Extension: Scratch Programming/App Inventor.

OBJECTIVES

Students will: 1. Display knowledge of HTML/CSS. 2. Present their work in a way that is appealing visually. 3. Be competent using Website X5/Weebly. 4. Understand how pages are uploaded to the web and linked together.

COURSE CONTENT

The course begins by exploring websites and establishing what makes them successful or not as well as exploring their layout. Students will then learn HTML/CSS code and start by entering some basic code into notepad (text editor). Students learn new tags each week and learn how to insert images and create links. Once they are competent with designing a web page using HTML they are then introduced to an alternative method of designing websites using Website X5/ Weebly.

As an extension to the course the students may be introduced to ‘Scratch’ programming.


Group Work

Individual Learning

Creative Problem Solving using www.w3schools.com

Teacher Presentation and YouTube tutorials

‘Hands-on’ use of Website X5

Use of notepad

RESOURCES:

F17 computer room

Data Projector

YouTube tutorials

Teacher Worksheets

Website X5 (installed in F17)

Notepad (text editor)



Art and Design

Computers

Mini-Company

Work Experience

ASSESSMENT: The students will be assessed on the following criteria:

Knowledge and understanding of HTML.

Ability to design a webpage using both HTML and Website X5 EVALUATION:




COURSE TITLE : WOODWORK DURATION : HALF YEAR MODULE NO. OF PERIODS : 2 PERIODS PER WEEK AIMS

1. To promote safety in the workshop. 2. To introduce students who have not studied Woodwork previously to working with

timber and other materials. 3. To foster an appreciation of technical and aesthetic requirements when working with

wood. OBJECTIVES

The students will be able to: 1. Understand the importance of safety when using woodwork tools. 2. Make projects according to their level of ability. 3. Apply a finish to all projects completed.

COURSE CONTENT

The course will have two distinct approaches depending on whether or not a student has completed Materials Technology Wood previously

Students who have not completed the Junior Certificate Programme in Materials Technology Wood will be brought through the correct methods of using the woodworking tools safely. Their ability and skill will be enhanced through a variety of interesting projects which will require the student’s design input.

The students who have completed the Junior Certificate Programme in Materials Technology Wood will be given progressively more challenging projects to help expand their knowledge. These projects will require students to draw on their technical and design abilities to complete the project.


Group Work

Individual Learning

Creative Problem Solving

Teacher Presentation


Materials Technology Wood Room

Photocopied notes

Timber

Tools of various types CROSS-CURRICULAR LINKS:

Mini-Company

Metalwork

Art and Design

Technical Graphics


Business Studies ASSESSMENT:

The students will be assessed on the following:

Projects they complete during the module.

Ability to work as an individual and as part of a group EVALUATION:

Students will complete an evaluation form at the end of the module to rate satisfaction with the teacher, course and course content.


COURSE TITLE : WORLD OF WORK DURATION : FULL YEAR NO. OF PERIODS : 1 PERIOD PER WEEK AIMS

1. To develop an understanding of work and/or community service in terms of its structures and processes.

2. To promote development and appreciation of the social and other skills required in the workplace.

3. To provide skills related to finding work such as preparation of curriculum vitae, job search strategies, job applications, interview techniques, etc.

4. To encourage students to consider all aspects of different careers in order to make informed decisions for life.

5. To introduce students to careers that they may not have otherwise considered. OBJECTIVES

1. Students will prepare a detailed curriculum vitae and cover letter which can be further developed following completion of the Transition Year programme.

2. Students will identify or further define possible future careers. 3. Students will experience at least two work experience placements, one of which will

include a community/care element. COURSE CONTENT

Researching possible career paths including self evaluation and lifestyle choices.

Preparation of CV and cover letter.

Job Applications.

Preparation for interview.

Preparation for the working environment through work experience placement. Students will complete two work placements during Transition Year. At least one of these will be in the community/care services such as those concerned with social, economic, physical, sensory and mental disabilities, or for special groups such as children, the chronically ill and the aged.

Evaluation of work experience placement.

Evaluation of future career with respect to the Leaving Certificate TEACHING AND LEARNING STRATEGIES:

This section will be based on a more informal, discussion based approach.

Students will undertake both group and individual research using local, national and international media.

Students will be given the opportunity to self evaluate their career preferences through individual and group discussion.

Students will be responsible for identifying and obtaining their own work experience following normal job search criteria, i.e. advertisements, internet and ‘cold calling’.

RESOURCES:

Internet, local and national newspapers, DVD’s, OHPs, guest speakers.



Career Guidance

ECDL

English Studies

Enterprise Education ASSESSMENT:

Continuous assessment of effort and input

Assessment of research skills

Assessment of ability to work independently and with others

Feedback from employers EVALUATION:

Self evaluation of students through future career research and ideas

Subject / Module evaluation by student

coláiste chraobh abhann transition year...

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